The research highlights the importance of English proficiency in the Indonesian education system, emphasizing writing skills. Despite efforts in English instruction, students encounter obstacles like limited vocabulary and lack of confidence. The Genre-Based Approach offers a structured exploration of writing genres but faces challenges in implementation such as teacher understanding, ineffective execution, and student struggles, requiring further investigation for effective English writing instruction. The study aims to understand the difficulties pre-service teacher face in teaching narrative writing using genre-based methods and assess their impact on student proficiency, filling a gap in understanding and guiding educational practices and teacher training.
The research employed qualitative methods to explore pre-service teacher's experiences in teaching narrative writing through a genre-based approach. Narrative inquiry was utilized, focusing on autobiographical narratives to delve into the personal experiences of the researcher as a pre-service teacher. The study was conducted at a high school in Indonesia, where the researcher taught narrative writing to students with varying English abilities. Data were collected through diaries, photos, videos, and students' writings, and analyzed thematically to identify recurring patterns and themes. Triangulation was employed to enhance trustworthiness by corroborating findings from multiple data sources. Rigorous thematic analysis ensured thorough examination and interpretation of the data, providing insights into the challenges and experiences of teaching narrative writing through a genre-based approach.
The findings highlight four main challenges encountered by pre-service teacher when teaching narrative writing using a genre-based approach. These challenges include a lack of mastery experiences, limited vicarious experiences, limited verbal persuasion, and difficulties in managing emotional arousal. Moreover, the findings suggest two significant impacts of the genre-based approach on enhancing students' skills in writing narrative texts. Firstly, there is improvement in cultural tools and signs, including enhanced comprehension and application of narrative text elements, literacy skills, and positive effects from technology integration. Secondly, exposure to social interaction facilitates guided participation, scaffolding, and collaborative problem-solving, ultimately increasing student autonomy and proficiency in narrative text writing.
